研究型大学大四阶段教学管理的困境与突破——基于南京大学的实证研究  

The Difficult Position of the-Fourth-Academic-Year Teaching Management of a Research-Oriented University and Its Way Out: A Case Study of Nanjing University

作　　者：刘晶月[1] 

机构地区：[1]南京大学教育研究院,江苏南京210093

出　　处：《高校教育管理》2012年第3期99-103,共5页Journal of Higher Education Management

摘　　要：在研究型大学中,本科拔尖创新人才的培养需要以一个有始有终、层次分明的完整课程体系作为保障。然而,目前我国研究型大学普遍存在的一个问题就是忽视大四阶段的教学,从而导致本科教育严重缩水。以南京大学为例,对大四阶段教学现状进行深入调查,揭示出研究型大学面临着大四阶段课堂教学阻力重重、实践教学环节薄弱的现实困境,在结合南京大学2009年本科"三三制"教学改革的基础上,提出了突破现实困境的可行路径:构建以促进专业发展为目标的课程体系以及构建与研究型大学相适切的就业指导课程体系。In research-oriented universities, production of top-notch innovative talents should be guaranteed by a consistent and clearly structured curriculum. However, a common problem with research-oriented universities in China is inadequate attention to the-fourth-academic-year teaching, which leads to serious ＂shrinkage＂ of undergraduate education. Taking the case of Nanjing University, the present study investigates the state of the-fourth-academic-year teaching to reveal its difficulties such as great resistance against the organization of teaching and insufficient practical teaching in the 4^th year and, based on the curriculum reform in 2009 named ＂three-three system＂ in Nanjing University, suggests that a curriculum with promotion of specialty development as its aim and a career guidance course system suited to a research-oriented university should be constructed in order to find the way out of the current difficult position.

关 键 词：研究型大学 大四 教学管理 困境 

分 类 号：G642[文化科学—高等教育学]